Course HIST2002B is based upon the exploration and discussion of issues associated with History (the subject), and its theory. In so doing the course grants opportunities for students to deepen their knowledge, understanding, and familiarity of what History is, what interpretations people hold of it, the methods and approaches that may be adopted to study the past, and issues tied to the writing of History. Learners therefore will be trained in certain fundamentals: recognising distinct historical approaches; grasping debates amongst historians; developing their own historical perspectives; expressing themselves clearly in spoken and written form, and forging credible historical argument based upon the gathering of evidence and critical thinking.

Based upon two classroom scenarios, weekly lectures and a monthly tutorial, the course is design to engage students with the nature and dynamics of Historiography, and to discover a new understanding of History (in the broadest sense) through lively classroom participation. With an active learning process, and with emphasis on primary sources, students will be guided so that they can attain knowledge and confidence in order to identify and reflect on the points of view held by historians, the kinds of interpretations historians hold about the past, and the possible reasons for the existence of those interpretations.

During the course students will be expected to articulate their historical understanding through three means: speech, writing, video. In this manner learners will by term’s end not only possess a robust set of skills pertinent to the analysis, critique, and expression of History, a collection of skills complimentary to the students’ subsequent study of History at CUHK, but also further awareness of issues allied to the production of History, e.g. in journal/book or contemporary media form (i.e. the internet and TV).

Course HIST2002B is purposefully designed so that the following learning outcomes can be achieved:

1. Acquire an understanding of the development of the study of History with reference to its theories, concepts, and methodologies.
2. Develop the capacity to critically assess historical analysis, argument and interpretation, both in past and present contexts.
3. Enlarge awareness of debates surrounding the theory and practice of History.
4. Gain knowledge into how historical arguments are made, and to reflect upon the nature of historical enterprise within Hong Kong.
5. Exhibit critical thinking and research skills through short online exercises, the writing of an academic essay, and the manufacture of a video on History.

Teaching is undertaken in two scenarios: lectures and tutorials.

The lectures are designed to both informative and to allow for active student participation. Lectures will include, where appropriate, exercises to engage students with the subject being presented to them. The goal of such a strategy is to promote learning motivation, to encourage debate, and the development of critical thinking and critical analytical processes.

The tutorials, four in total – each about 45 minutes in length – grant students the chance to discuss the topics introduced in the lectures, and opportunities to help sort out any problems in understanding that the students may have. Time in the tutorials shall also be put aside to offer concrete opportunities for working towards the course’s two assignments. For each assignment class work shall have a scaffold learning approach in that exercises in one tutorial are relevant/lead-in to that in the next class, and so on: tutorials 1 and 2 relating purposefully to assignment 1, tutorials 3 and 4 for assignment 2. By working in the class towards the goal of completing an assignment assistance can be immediately given should you any problems or questions emerge.

Course Structure

Week 1. Course Introduction (Monday 14^th January 2013)

The focus of this class is to introduce some of the ways in which the question ‘what is History?’ has been asked, and to note some of the answers that have been provided by scholars. ‘History’ therefore shall be emphasised as a practice and an activity, and defined not just in its everyday meaning as dealing with ‘the past’.

J Appleby, L Hunt and M Jacob, Telling the Truth about History  UL E175 .A67 1994

GR Elton, The Practice of History  UL Res 4 Hours/UL D16 .E4 2002

M Fulbrook, Historical Theory  UL Res 1 Day D16.8 .F856 2002

GG Iggers, New Directions in European Historiography  UL D13.I35

K Jenkins, On ‘What is History?’  UL D13 .J38 1995

A Marwick, The Nature of History  UL D13 .M32 1989

J Tosh, Historians on History: An Anthology  UL D16.8 .H6241742 2000

Week 2. The Historian’s Skills (Monday 21^st January 2013)

What abilities are required to ‘reconstruct’ and ‘narrate’ the past?

M Abbott, History Skills  UL D16.3 .H54 1996

K Jenkins and A Munslow, The Nature of History Reader  UL D16.8 .N37 2004

WR Chadwell, The Historian’s Toolbox  UL D16 .W62 2007

N Luraghi, The Historian’s Craft in the Age of Herodotus  UL DF211 .H577 2001

JR Strayer, The Historian’s Craft  UL Res 4 hours D13.B5613

MT Gilderhus, History and Historians: A Historiographical Introduction  UL Res 1 Day D16.8 .G395 2003

Week 3. The Status of Historical Knowledge (Monday 28^th January 2013)

Just what constitutes knowledge of the past (both in factual and theoretical terms)?

WB Gallie, Philosophy and the Historical Understanding  UL D16.8 .G27 1964

DR Kelley, Versions of History from Antiquity to the Enlightenment  e-Book via CUHK Library

GG Iggers, Historiography in the Twentieth Century  UL D13.2 .I3413 1997

B Southgate, History: What and Why? Ancient, Modern and Postmodern Perspectives  UL D16.8 .S683 1996

16. Rusen,Western Historical Thinking: An Intercultural Debate  UL D16.9 .W454 2002

Week 4. Sources of/in History (Monday 4^th February 2013)

Is the study of the past merely reliant upon the collection of materials? How do historians gather and use evidence to ‘show’ the past?

L Howsam, Past into Print. The Publishing of History in Britain, 1850-1950  UL Z286.H5 H69 2009

A Curthoys, and J Docker, Is History Fiction?  UL D16.8 .C87 2005

RV Daniels, Studying History: How and Why  UL D16.2.D16

G Kitson Clark, The Critical Historian  UL D16.K578

GJ Renier, History, its Purpose and Method  UL D16.R35

M Bentley, Modern Historiography: An Introduction  UL D13 .B427 1999

D Lowenthal, The Past is a Foreign Country  UL Res 1 Day D16.8 .L68

Week 5. No Class! Chinese New Year Break! (Monday 11^th February 2013)

Week 6. Historical Eras and the Writing of History (Monday 18^th February 2013)

Did different traditions of historical thinking exist in the past? If so, what set them apart from each other? Are these traditions still relevant? Furthermore, how and why do we still have a bond to historians before us?

QE Wang and GG Iggers, Turning Points in Historiography  UL D13 .T87 2002

GS Shrimpton, History and Memory in Ancient Greece  UL DF211 .S57 1997

J Marincola, A Companion to Greek and Roman Historiography  NA General Education DE8 .C65 2007

R Black, Renaissance Thought: A Reader  UL DG533 .R454 2001

M Phillips, ‘The Disenchanted Witness: Participation and Alienation in Florentine Historiography’, Journal of the History of Ideas 44 (1983)

P Chatterjee, The Nation and its Fragments: Colonial and Postcolonial Histories  UL DS468 .C47 1993

PJ Corfield, Time and the Shape of History  UL BD638 .C67 2007

Week 7. The Enlightenment: A Historical Renaissance? (Monday 25^th February 2013)

What was the Enlightenment, and how did it shape the evolution of historiography?

D Allan, Making British Culture  UL DA485 .A527 2008

Phillips, M., ‘Reconsiderations on History and Antiquarianism: Arnaldo Momigliano and the Historiography of Eighteenth-Century Britain’, Journal of the History of Ideas 57 (1996)

RM Burns, Philosophies of History  UL D16.7 .P45 2000

H Trevor-Roper, History and the Enlightenment  UL D13.2 .T74 2010

P Hamilton, Historicism  CC PN81 .H256 2003

E Breisach, Historiography: Ancient, Medieval and Modern  UL Res 1 Day D13 .B686 1994

M Bentley, Companion to Historiography  UL D13 .C63 1997

Week 8. Marx and the Theory of History (Monday 4^th March 2013)

The lecture will investigate and explain some of the ways in which Marx’s history and philosophy of history has been used by twentieth-century historians and social scientists.

E Hobsbawm with K Marx and E Engels, The Communist Manifesto  UL Res 4 Hours HX39.5 .A5213 1998

1. Berger, H. Feldner and K. Passmore,Writing History: Theory and Practice UL D13 .W73 2003

J Elster, An Introduction to Karl Marx  UL HX39.5.E43

61. Blackburn,Ideology in Social Science: Readings in Critical Social Theory UL H61.B477 1972

D McLellan, Marxism after Marx: An Introduction  UL HX36.M23

E Hobsbawm, ‘Eric Hobsbawm: A Historian Living Through History’, Socialist History 8 (1995)

HJ Kaye, The Powers of the Past  UL D16.8.K34

Week 9. History From Below (Monday 11^th March 2013)

What exactly is the idea of ‘history from below’, and how will it permit us, as historians, to revise the idea of ‘history from above’?

EP Thompson, The Making of the English Working Class  UL HN398.E5T48 1993

P Burke, What Is Cultural History?  UL HM621 .B874 2004

A Munslow, The Routledge Companion to Historical Studies  e-Book via CUHK Library

H Kaye and K McClelland, EP Thompson: Critical Perspectives  UL HX244.7.T45E18

GS Jones, Languages of Class: Studies in English Working-Class History, 1832-1982  UL HN400.S6J66

H Bess, ‘EP Thompson: The Historian as Activist’, American Historical Review 98 (1993)

W Lamont, Historical Controversies and Historians  UL D13 .H49 1998

Week 10. Micro-History (Monday 18^th March 2013)

What is micro-history? What kind of methods and perspectives does it involve? How do historians using its methods relate to wider contexts?

BS Gregory, ‘Is Small Beautiful? Micro-history and the History of Everyday Life’, History and Theory 38 (1999)

GG Iggers, Historiography in the Twentieth Century: from Scientific Objectivity to the Postmodern Challenge  UL D13.2 .I3413 1997

J Brewer, ‘Microhistory and the Histories of Everyday Life’, Cultural and Social History 7 (2010)

P Burke, New Perspectives on Historical Writing  UL D13.N45

C Ginzburg, ‘Micro-history: Two or Three Things That I Know About It’, Critical Inquiry 20 (1993)

B Reay, Microhistories: Demography, Society and Culture in Rural England, 1800-1930  UL HQ759.98 .R43 1996

I Szijarto, ‘Four Arguments for Micro-history’, Rethinking History 6 (2002)

Week 11. The Annales School (Monday 25^th March 2013)

This lecture will consider the development of the influential Annales School of historical thought. We can explore in some detail the interaction of historical and sociological models in determining a new way to analyse and grasp the past.

M Bloch, The Historian’s Craft  UL Res 4 Hours D13.B5613

L Febvre, Annales  e-Book available via CUHK library website

P Burke, The French Historical Revolution: The Annales School, 1929-89  UL D16.B94

S Clark, The Annales School  UL D13 .A644 1999

T Stoianovich, French Historical Method: The Annales Paradigm  UL DC36.9.S76

C Fink, Marc Bloch: A Life in History  UL D15.B596F56 1991

E Le Roy Ladurie, The Territory of the Historian  UL DC36.9.L3713

Week 12. No Class! Easter Weekend Break! (Monday 1^st April 2013)

Week 13. Weber, Foucault, Said (Monday 8^th April 2013)

Does working on ‘the past’ qualify that person to become a ‘historian’? How have academics working on ‘the past’, but not trained as historians, contributed to ‘history’? How have they expanded ideas on the past, and so the study of ‘history’, as well as shaped ‘historical method’?

M Foucault, The Archaeology of Knowledge  CC Res 4 Hours AZ101.F6813 1972

M Roth, ‘Foucault’s “History of the Present”’, History and Theory 20 (1981)

G Gutting, Foucault: A Very Short Introduction  NA B2430.F724 G86 2005

E Said, Orientalism  UL DS12.S24 1978

V Kennedy, Edward Said: A Critical Introduction  UL CB18.S25 K46 2000

J Radkau, Max Weber. A Biography  UL HM479.W42 R3313 2009

HS Hughes, Consciousness and Society: The Reorientation of European Social Thought, 1890-1930  UL Res 4 Hours H51.H8

Week 14. Changing ‘History’ (Monday 15^th April 2013)

Why has the need arisen to rewrite history? On what grounds is history rewritten, or in contrast, left in its existing state?

M Haynes and J Wolfreys, History and Revolution: Refuting Revisionism  UL D16.9 .H559 2007

KMF Platt, Epic Revisionism  e-Book available via CUHK library website

RJ Maddox, Hiroshima in History  UL D767.25.H6 H6335 2007

D Ko, Cinderella’s Sisters  UL Res 6 Hours GT498.F66 K55 2005

H Zinn, A People’s History of the United States  UL E169.1.Z53

Week 15. Course round-up (Monday 22^nd April 2013)

The final class offers an opportunity to appraise key issues, themes, individuals, etc., raised throughout the course, and the role in making history – history as a subject and as an activity – what it currently is.

D Cannadine, What is History Now?  UL Res 1 Day D16.8 .W5 2002

MJ Oakeshott, What is History?  UL D16.8 .O23 2004

EH Carr, What is History?  UL Res 4 Hours/UL D16.8 .C33 1964

Students will acquire a term grade through the following means:

 1.  Attendance (40% of total term score)

                      (i)    Being present at lectures and tutorials.

                      (ii)   Participation (i.e. engaging in class discussions, undertaking class exercises,

                             postings on the HIST2002B Facebook group).

                      (iii)  Two short online exercises (of the student’s choice from a list of exercise

                              presented by the teacher).

2.  Assignment 1:    Basic research assignment (1500-2000 words – 25% of term grade).

3.  Assignment 2:    Podcast assignment (35% of term grade), a group exercise culminating in the

                             creation of a podcast  to be presented at term’s end to the class.

Tutorial Time

1.30-2.15 pm, Wednesdays

Tutorial Room

Room 404, William M.W.Mong Engeering Building

Tutorial Dates

To be confirmed  

The core text for HIST2002B is History in Practice by Ludmilla Jordanova. Registered students will be expected to acquire a copy of this book. However other authored works of use and importance to the course include:

M Bentley, Modern Historiography: An Introduction  UL D13 .B427 1999

P Burke (ed.), History and Historians in the Twentieth Century  UL D16.8 .H578 2002

R Evans, In Defense of History  UL Res 1 Day D16.8 .E847 1999

M Hughes-Warrington, Fifty Key Thinkers on History  UL D13 .H75 2000

K Jenkins, Re-thinking History  UL D16.8.J386

A Marwick, The New Nature of History: Knowledge, Evidence, Language  UL D13 .M322 2001b

B Southgate, History: What and Why?  UL D16.8 .S683 2001

J Tosh, The Pursuit of History: Aims Methods and New Directions in the Study of Modern History  UL Res 4 Hours/UL D13 .T62 2010

E-learning

To supplement the students’ learning all course materials shall be available online through a developed version of CUHK’s Web CT system. To access these materials registered students input their CUHK student number and password, and if they so wish, they can download materials. Materials accessible to students include chapters from books, journal papers, internet links, and lecture PowerPoints used by Prof. Morley. The use of online resources ensures that if for any reason a student is unable to attend a class due to illness, for example, that individual can still access all materials given out in the lecture, and shall not fall behind in the course. Furthermore texts pertinent to assignment questions can be uploaded by Prof. Morley if there are problems obtaining books or papers from the library. However to support student learning outside of the classroom, and to offer a structured environment beyond the lecture hall, HIST2002B uses a variety of interactive online instructional methods that include:

• An online forum. This allows, for instance, Prof. Morley to follow-up on matters discussed in the lectures but it also allows students to exchange their thoughts on History, its practice and theory. The online forum has three objectives. Firstly, to provide a communicative tool where everyone can collectively learn from each other rather than from just the traditional teacher-centred learning situation. Secondly, to build upon knowledge acquired in the lecture hall. Thirdly, it respects the fact that all students already have knowledge about History in light of their existing know-how about the world in the past and classroom experiences prior to undertaking HIST2002B.
• Short online exercises that encourage independent learning.

Accordingly, with the lecture, tutorials, and online learning support mechanisms a coherent scholarly environment is provided for, one that aids the extension of wisdom both inside and outside the classroom.

Facebook Group

At CUHK we only meet for basically 90 minutes per week. This makes it difficult sometimes to construct a strong learning environment for all students inside the classroom, and a big problem to offer learning support outside the classroom. To assist in building a robust scholarly atmosphere and supporting environment for students Prof. Morley has created on Facebook a course group which as a registered student of HIST2002B you are able to join. To join the group first of all you must become a member of Facebook. To do this go to the website’s homepage at http://www.facebook.com/. Joining this social networking site is pretty straightforward if you are not already a member! Once you are a member go to the search bar at the top of the screen and enter HIST2002B 2012-13. Click on ‘join group’ to send Prof. Morley a message. He, as the group’s administrator, will authorise your membership.

Once you are a member you are free to contribute to discussions and if you so to upload weblinks and videos relevant to what you are learning in class. If you have questions about the course you can also post there – quite simply it gives you a channel to directly contact other learners and the teacher should you so desire. In addition important administrative matters can be sent by Prof. Morley quickly and easily to you, and likewise, as just stated, you can contact him easily should there be a need. The purpose of the Facebook group is manifold:

1. To provide a learning support structure outside of the classroom.
2. To encourage student engagement, in so doing allowing students to may be learn from each other as well as from the teacher.
3. As the course is about comprehending the story of the industrial revolution, its development and effects, the Facebook group can encourage further skill building and knowledge development introduced in the lectures and tutorials.
4. It offers a platform to respect your existing knowledge, experiences and insights about the world in the past and the world in the present.
5. To offer a modern learning structure, along with Web CT, to encourage independent learning and historical thinking and analysis skills about History, and historical study.

Attention is drawn to University policy and regulations on honesty in academic work, and to the disciplinary guidelines and procedures applicable to breaches of such policy and regulations. Details may be found at here.

With each assignment, students will be required to submit a signed declaration that they are aware of these policies, regulations, guidelines and procedures.

• In the case of group projects, all members of the group should be asked to sign the declaration, each of whom is responsible and liable to disciplinary actions, irrespective of whether he/she has signed the declaration and whether he/she has contributed, directly or indirectly, to the problematic
• For assignments in the form of a computer-generated document that is principally text-based and submitted via VeriGuide, the statement, in the form of a receipt, will be issued by the system upon students’ uploading of the soft copy of the assignment. 
• Students are fully aware that their work may be investigated by AI content detection software to determine originality.
• Students are fully aware of the AI approach(es) adopted in the course. In the case where some AI tools are allowed, students have made proper acknowledgment and citations as instructed by the course teacher.

Assignments without the properly signed declaration will not be graded by teachers.

Only the final version of the assignment should be submitted via VeriGuide.

The submission of a piece of work, or a part of a piece of work, for more than one purpose (e.g. to satisfy the requirements in two different courses) without declaration to this effect shall be regarded as having committed undeclared multiple submissions. It is common and acceptable to reuse a turn of phrase or a sentence or two from one’s own work; but wholesale reuse is problematic. In any case, agreement from the course teacher(s) concerned should be obtained prior to the submission of the piece of work.

The copyright of the teaching materials, including lecture notes, assignments and examination questions etc., produced by staff members/ teachers of The Chinese University of Hong Kong (CUHK) belongs to CUHK. Students may download the teaching materials produced by the staff members/ teachers from the Learning Management Systems, e.g. Blackboard adopted by CUHK for their own educational use, but shall not distribute/ share/ copy the materials to a third-party without seeking prior permission from the staff members/ teachers concerned.